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Background: Strategies for teaching in clinical rounds are dispersed. There is a need to comprehensively collate bedside strategies to enhance teaching and learning and make clinical rounds more effective. Materials and Methods: A systematic review of English articles using Web of Science, PubMed, Embase, Scopus, and Cochrane library was conducted. Relevant keywords for teaching rounds/medical teachers/medical students/strategies and their synonyms were used accordingly. Additional studies were identified by searching reference lists of retrieved articles. All searches were conducted within a 10 day period from May 25, 2017, to June 3, 2017. In this systematic review, studies with any design on the subject of strategies for clinical rounds from clinical teachers' and medical students' perspectives were identified. Our search strategy yielded 524 articles. After removing duplicates, 337 articles remained. Based on the title and abstract review, 37 articles were obtained for further review and finally 18 entered the study. Data were extracted from the included studies. Two authors independently screened and scored the studies. We used inductive content analysis, and categories of strategies were derived from the data. Results: Content analysis yielded identification of strategies for clinical rounds in nine categories named: system issues, advance planning, a preround huddle, patient issues, teachable moments, teacher issues, student issues, atmosphere issues, and a postround huddle. These were classified as "before rounds," "during rounds," and "after rounds" activities. Quality assessment scores for the research studies ranged from 5 to 14 (possible range, 1-16). Fourteen (77.8%) studies received quality scores at or above 10, and 4 (22.2%) studies received quality scores below 10. Conclusion: Due to the importance of clinical rounds in students' learning, medical teachers should divide their teaching session into activities before, during, and after rounds. These strategies on rounding practices can improve teaching and learning. [ABSTRACT FROM AUTHOR]

Background: Alzheimer's disease is an extremely expensive chronic disease, which is rapidly becoming a major cause of mortality in adults. For over two decades, telemedicine has been used to assist patients and their caregivers to manage this disease. The present study aimed to evaluate the objectives, outcomes, facilitators, and barriers influencing the use of telemedicine systems for patients with Alzheimer's disease and their caregivers and care providers. Methods: In this systematic review, we searched for the original articles published in databases such as PubMed, Web of Science, and Scopus until November 2021 using relevant keywords. A qualitative content analysis was performed the based on the theory of planned behavior and the health belief model using the ATLAS.ti software. Results: In total, 1191 articles were identified, and 60 articles were included in this study. While having different objectives, most of the studies compared telemedicine systems to in-person visits (21.43%) and assessed the feasibility of the implemented method (16.07%). The overall outcomes of telemedicine in the articles were classified as cost-effectiveness (e.g., reduced commute, fuel, and time to access care), clinical outcomes (e.g., lower anxiety, stress, and depression), and patient, caregiver, and healthcare provider satisfaction. In total, 19 facilitators and 12 barriers influencing the use of telemedicine for patients with Alzheimer's disease and their caregivers were identified. Conclusion: According to the results, telemedicine systems could be implemented for various reasons. Developing a clear framework of the drivers and barriers before the implementation of these systems could improve decision-making prior to the design and implementation of telemedicine systems. [ABSTRACT FROM AUTHOR]